Step 1 - What is Readiness? What is Content? Content (November 4) – What we teach and how we give students access to the information and ideas that matter.
Process (December 2) – How students come to understand and “own” the knowledge, understanding, and skills essential to a topic.
Products (January 20) – How a student demonstrates what he or she has come to know, understand, and be able to do, as a result of a segment of study.
By student Readiness - The current knowledge, understanding, and skill level a student has related to a particular sequence of learning.
Step 2 - Determine Essential "Learnings"
What skills and/or concepts are truly essential for ALL students to obtain.
What Differentiated Instruction Means for Teachers
Teachers DO
Teachers DON'T
provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills.
develop a separate lesson plan for each student in a classroom.
provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.
"water down" the curriculum for some students.
Step 3 - How Can We Determine Readiness?
MAP, Unit Test, Dibels, BRI, Running Records, ITBS/ITEDS, ANY formative or summative classroom assessment.
Step 4 - Identify the "Middle" of the Class and then Organize Instruction for Students "Outside" the Middle
Step 5 - Challenges: Maintain Fluidity, Maintain Dignity of Each Student, No "Buzzards" Labels
Step 6 - Obtain Materials to Deliver Instruction
Sample ways to differentiate content by student readiness...
Provide supplementary materials at varied reading levels.
Use small-group instruction to reteach students having difficulty.
Use small-group instruction for advanced students.
Demonstrate ideas or skills in addition to talking about them.
Provide audio materials.
Use video to supplement and support explanations and lectures.
Use reading partners to support understanding of text or supplementary materials.
Provide organizers to guide note-taking.
Provide key vocabulary lists for reference during note-taking.
Follow Up Discussion
Clarify any questions or concerns with today's discussion. The remainder of the time is for teachers to plan instruction and search out materials necessary to deliver differentiated instruction. If you would like to see "sample" lessons, there are several online examples that can be accessed by utilizing a google "video" search, searching on youtube.com, or searching on teachertube.com.
Expectations (Weekly Discussion)
Minimum Requirement = Four “Segments of Study” and Weekly Blog Participation. Participants will plan and implement differentiated instruction at least four times during the four weeks following each DI day of professional development. Participants will also be expected to participate weekly in a school blog. The first question will be posted next week along with directions for posting your input. For those wishing to earn a renewal credit, 8 additional lessons will be required (as well as blogging) during the months of March and April – video taping/posting of the lessons will also be required.
Step 1 - What is Readiness? What is Content?
Content (November 4) – What we teach and how we give students access to the information and ideas that matter.
Process (December 2) – How students come to understand and “own” the knowledge, understanding, and skills essential to a topic.
Products (January 20) – How a student demonstrates what he or she has come to know, understand, and be able to do, as a result of a segment of study.
By student Readiness - The current knowledge, understanding, and skill level a student has related to a particular sequence of learning.
Step 2 - Determine Essential "Learnings"
What skills and/or concepts are truly essential for ALL students to obtain.
Step 3 - How Can We Determine Readiness?
MAP, Unit Test, Dibels, BRI, Running Records, ITBS/ITEDS, ANY formative or summative classroom assessment.
Step 4 - Identify the "Middle" of the Class and then Organize Instruction for Students "Outside" the Middle
Step 5 - Challenges: Maintain Fluidity, Maintain Dignity of Each Student, No "Buzzards" Labels
Step 6 - Obtain Materials to Deliver Instruction
Sample ways to differentiate content by student readiness...
Follow Up Discussion
Clarify any questions or concerns with today's discussion. The remainder of the time is for teachers to plan instruction and search out materials necessary to deliver differentiated instruction. If you would like to see "sample" lessons, there are several online examples that can be accessed by utilizing a google "video" search, searching on youtube.com, or searching on teachertube.com.
Expectations (Weekly Discussion)
Minimum Requirement = Four “Segments of Study” and Weekly Blog Participation. Participants will plan and implement differentiated instruction at least four times during the four weeks following each DI day of professional development. Participants will also be expected to participate weekly in a school blog. The first question will be posted next week along with directions for posting your input. For those wishing to earn a renewal credit, 8 additional lessons will be required (as well as blogging) during the months of March and April – video taping/posting of the lessons will also be required.